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Pedagogy – Teaching

Research Review, CPRT Priority 7

Supported 2014-15 by the Trust

Project Team

Professor David Hogan, University of Queensland

Dr Dennis Kwek, National Institute of Education, Singapore

Professor Peter Renshaw, University of Queensland.

A re-assessment of the evidence on teaching discussed in the CPR final report and in CPR research surveys 2/4 (‘Learning and teaching in primary schools: insights from TLRP’), 9/2 (‘Classes, groups and individuals: structures for learning and teaching’), and 2/1b (‘Children’s social development, peer interaction and classroom learning’).

The study will consider:

  1. The nature of teaching: conceptualising teaching within the wider framework of pedagogy.
  2. Traditions, areas and paradigms of research on teaching: what has been investigated and how, and what has not been investigated but certainly needs to be?
  3. Quality and effectiveness in teaching and learning: how are they/should they be defined and assessed?
  4. Quality and effectiveness in teaching and learning: what conditions, attributes, processes, strategies and techniques really make a difference?
  5. How much does teaching matter? What other factors bear on the quality and standards of children’s classroom learning and in what proportion?
  6. Pedagogy and policy: what is the track record of attempts to control/improve teaching by policy-led interventions, especially but not exclusively in the UK?
  7. Lessons from elsewhere: what can (primary) teaching in England gain from international comparison?
  8. Pulling it all together: what matters most for the improvement of (primary) teaching – for teachers, schools, teacher education, CPD and policy?

Further information about the researchers and CPR’s earlier work on pedagogy and teaching:

David Hogan’s profile

Dennis Kwek’s profile

Peter Renshaw’s profile

Learning and teaching in primary schools: Processes and contexts

Children’s social development, peer interaction and classroom learning

Learning and teaching in primary schools: Insights from TLRP

Classes, groups and transitions: Structures for teaching and learning

Children, their World, their Education, chapter 15

The Cambridge Primary Review Research Surveys, chapters 7, 20 and 21

  • CPRT/UoY Dialogic Teaching Project
  • Assessment
  • Children’s Voice
  • Learning
  • Equity and Disadvantage
  • Teaching
  • Sustainability and Global Understanding
  • Vulnerable children
  • Digital Futures
  • Demographic Change, Migration and Cultural Diversity
  • Systemic Reform in Primary Education
  • Alternative models of accountability and quality assurance
  • Initial Teacher Education
  • SW Research Schools Network
  • CPR Archive Project

Contact

Cambridge Primary Review Trust - Email: administrator@cprtrust.org.uk

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